LSC.1 Language structures and conventions refer to rules that govern usage of punctuation marks, capitalization, letters, sounds, words, sentences and paragraphs in oral and written work. These rules include spelling, pronunciation, grammar, critical language awareness, etc.
LSC.2 The skills of listening, speaking, reading and writing cannot be put into practice without a sound knowledge of language structure and practice in using it. Learners also need a wide vocabulary, which is perhaps the single most important factor enabling a person to communicate well. A wide vocabulary is essential for all the language skills, but especially for reading and writing. The most effective way for learners to improve their grammar and increase their vocabulary is by reading intensively inside and outside of the classroom.
LSC.3 Learners will learn how Language Structures and Conventions are used, and will develop a shared language for talking about language (a 'meta-language'), so that they can evaluate their own and other texts critically in terms of meaning, effectiveness and accuracy. They will also be able to use this knowledge to experiment with language to build meaning from word and sentence levels to whole texts, and to see how a text and its context are related. Through interacting with a variety of texts, learners extend their use of vocabulary and correctly apply their understanding of Language Structures and Conventions.
LSC.4 It is expected that Language Structures and Conventions should be taught in context as other language skills are taught and developed. The teaching plans contain a list of Language Structures and Conventions (items) that should be covered in each grade. When selecting listening and reading texts for each two-week cycle, make sure that they contain some of the language items you want to cover. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include language items. Give your learners guidance on appropriate and correct usage of these items. Select some of the items your learners have difficulty with and give them formal practice. In the Senior Phase, one hour per two week cycle is set aside for formal instruction and practice in Language Structures and Conventions.
LSC.AD.4 Comparison of adjectives, e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g. It was the happiest day of my life./She is the most intelligent student in the class.)
LSC.CT.12 Definition paragraph: is defined as, is a kind of
LSC.CT.13 Concluding paragraph: to conclude, to sum up, in summary, in short, as you can see
LSC.IJ Interjections (Interjectives)
LSC.IJ.1 Words that express an emotion or sentiment on the part of the speaker. They are sometimes expressed as a single word or non-sentence phrase, followed by a punctuation mark - usually an exclamation mark.
LSC.IJ.2 For example, Oh! Wow! My oh my! Oh my God (OMG)! Phew! Oh dear! Cheers!
LSC.ID.1 These are words that express the sounds which express the extent of the action.
LSC.ID.2 For example, He fell with a thud; The loud bang of a gun salute.